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PAl'IPHLETS 


ON 


RURAL  SCHOOLS 


':  -;  -?    .    *,  -^  i 


■i  ,    i%if'%>. 


/Babcock,  E*  B.   Suggestions  for  garden  v/ork  in 
California  schools 

oGockefair,  S.  A»   The  use  of  the  score  card  in 
rural  schools, 

JDcivis  ^    J.   Practical  training  in  negro  rural 
schools 

^Draper J  A.  T).   Shall  we  have  school  super- 
vision in  the  rural  districts? 

"^ Gates,  p.  T*   The  country  school  of  to-morrow 

[fe  James,  C  C*   Teaching  of  the  elements  of 
f  agriculture  in  the  common  schools 

'acfeat,  M»   Elementary  agriculture  and  school 

gardening  at  Winthrop  College,  Rock  Hill,  S.C. 

5  Hearing,  S.  Doing  things  in  rural  schools 

I,  Ohio  rural  school  agricultural  cluhs.   Direction 
and  report  sheet  for  corn. 

I^Updegraff,  H*   The  improvement  of  the  rural  school 

^Windsor  County  Y.M.C.A«,  White  River  Juncton,  Vt, 
I        Bom.e  conditions  and  needs  among  the  rural 
schools  of  Windsor  County 


«  4  «  »  9  <e  9 


cp  Illinois,  University  hulletin.   Consolidation 
of  country  schools « 

/  LTassachusetta  board  of  education  "bulletins  4  and  6 
Agricultural  x^^oJe-t  study  1918 

"         «      "   bibliography 


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in  2011  with  funding  from 

Boston  Library  Consortium  IVIember  Libraries 


http://www.archive.org/details/elementaryagricuOOmacf 


<i ', v""k;-r  'iL!:' 


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A>' 


ttttl|ro|i  Normal  nnh 

0f  ^nittlf  Qlarolma 


Bulletin  No.  4 


APRIL,  1910 


Volume  3 


ementary  Agriculture 

„;■  AND.    '   ,    ; 

School  Gardening 


ROCK  HILL,  SOLfTH  CAROLINA 


Issued  Qjjarterly  by  the  College.    Entered  as  Second-Class  Matter,  October  4. 
1907,  at  the  Postoffice  at  Rock  Hill,  under  Act  of  Congress  of  July  6;  1894 


BULLETIN 

OF  THE 

Winthrop  Normal  and 
Industrial  College 

OF 

South  Carolina 


Bulletin  No.  4  APRIL,    1910  Volume  3 

Elementary  Agriculture 

and 

School  Gardening 

at 

Winthrop 

BY 

MISS  MINNIE  MACFEAT 

X 


1910 

The  Record  Press 

rock  hill.  s.  c. 


CONTENTS 

Card  of  Acknowledgment   5 

Purpose  of  Bulletin Q 

Introduction    Y 

City  School  Garden    g 

Rural  School  Garden 9 

Commercial  Phase  of  Gardening   ]^]^ 

JIaking  School  Garden    ,  .  .  .  12 

Selection  of  Site    12 

Kind  of  Garden-Group  or  Individual.  13 

Preparation  of  Soil  13 

Fertilization  of  Soil 13 

(a)    Study  of  Soils  ar.d  Their  Needs   14 

Laying  off  Plat3    • .  15 

Garden  Tools 16 

Garden  Seeds 17 

Fall   Lessons    in    Gardening    17 

Indoor  Work  17 

Outdoor  Work    20 

Winter  Lessons   in  Gardening 23 

Laboratory   Exercises    23 

A  Winter  Garden 31 

Spring  Gardening 31 

Summary  of  Results  Attained  at  Winthrop 34 

Grandmother's    Garden    -. 36 

Summer  ^Management  of  Gardens   37 

Course  of  Study 37 

Reference  Books  and  Bulletins    39 

Addresses  of  Seed  and  Garden  Implement  Houses 40 


Illustrations 


(By  Permission,  from  U.  S.  Dept.  Agr.  Bulletin  186.) 

Fig.     1— A  Pistil. 

Fig.     2— A  Stamen. 

Fig.     3 — A  Vertical  Section  of  Tomato  Bloom. 

Fig.     4 — To  Show  the  Escape  of  Moisture  from  Growing  Plants. 

Fig.     5 — Capacity  of  Soils  for  Storing  Up  Water. 

Fig.     6 — Germination  Test  of  Seeds. 

Fig.     7 — Depth  of  Planting. 

Fig.     8 — Whip  or  Tongue  Grafting. 

Fig.     9 — Cutting  in  Furrow. 

Fig.  10 — Hard-wood  Cuttings. 

Fig.  11— Cutting    of    Coleus. 


Full  Page  Pictures 

Winthrop's  Kindergarten  Garden. 

Making     the     School     Garden.       (First    Three     Grades,     Winthrop 

Training  School). 
Garden  Plows  and  Hand  Tools  Used  at  Winthrop. 
Sixth  and  Seventh  Grades  at  Work.     Winthrop  Training  School. 
Winthrop  Children  Testing  Seeds. 
Spring   Gardening   at  Winthrop. 
Fourth  and  Fifth  Grades  at  Work. 
The  Harvest  at  Winthrop. 


i 


Acknowledgment 


To  Professor  H.  P.  Stiickey,  under  whose  supervision  the 
school  gardening  recorded  in  this  bulletin  was  worked  out,  I 
am  indebted  for  the  main  facts  concerning  the  work;  to  Prof. 
L.  A.  Niven,  the  present  head  of  the  Department  of 
Elementary  Agriculture,  for  the  Course  of  Study  which  he  is 
now  using  in  the  Grades,  also  for  the  list  of  suggested 
reference  works  and  addresses  for  purchasing  tools,  seeds,  etc. 

To  the  United  States  Department  of  Agriculture  Bulletin, 
No.  1 86,  we  are  indebted  for  suggestions  for  experimental 
work  and  for  plates  to  illustrate  the  same. 


X 


Purpose  of  Bulletin 

Every  school  in  South  CaroHna  should  have  its  garden. 

Every  teacher  in  South  Carolina  should  be  able  to  aid 
pupils  in  the  making  of  this  garden. 

It  is  the  purpose  of  this  bulletin  to  help  the  teachers  of 
our  State  in  this  important  work  by  setting  before  them  as 
simply  and  clearly  as  possible  the  methods  in  school  gardening 
which  have  been  successfully  worked  out  at  A\'inthrop.  We 
hope  to  ofifer  suggestions  which  any  teacher  in  any  part  of  the 
State  will  be  able  to  put  into  practice. 

Of  course  these  methods  and  suggestions  are  tentative 
only-  As  the  work  here  continues,  there  will  necessarily 
follow  many  changes  and  corrections. 

One  most  important  suggestion  we  would  make  to  the 
school  boards  all  over  our  State  is  this :  That  they  show  their 
sympathy  with  this  movement  by  giving  it  the  financial  aid 
necessary  to  the  greatest  success.  It  is  said  that  a  poor 
workman  complains  of  his  tools,  but  no  workman  can  work 
without  tools. 


V 


Introduction 


In  the  fall  of  1896  the  teaching  of  Horticnlture  was  begnn 
at  Winthrop.  In  the  Propagation  House  students  were  giA^en 
instruction  in  the  rearing  of  plants  and  methods  of  propagating 
them. 

A  few  3^ears  later  the  first  school  gardening  was  done  by 
the  children  of  the  Winthrop  Kindergarten,  a  suitable  area 
having  been  set  apart  on  the  campus  and  fenced  in  for  this 
purpose.  Gardens  for  the  primary  grades  followed  next.  In 
1907  the  College  added  to  its  curriculum  a  course  in 
"Elementary  Agriculture.  A  considerable  area  was  set  aside 
for  gardens,  and  every  child  from  the  Kindergarten  through 
the  Ninth  Grade  had  the  advantage  of  a  course  in  school 
gardening,  the  student-teachers  and  children  working  under 
the  supervision  of  the  head  of  the  department.  This  year, 
1910,  the  College  has  begun  the  work  of  organizing  boys'  and 
girls'  clubs  in  Agriculture.  Prizes  are  offered  for  the  best 
corn,  best  tomatoes,  finest  flowers,  etc.  This  organization  of 
clubs  is  a  vital  accompaniment  to  the  teaching  of  Agriculture 
in  the  schools. 

The  introduction  of  Agriculture  into  the  State  Normal 
College  for  women  is  of  great  significance.  In  the  first  place 
it  is  another  assurance  that  the  College  is  making  good  her 
policy  to  give  her  students  an  education  that  will  fit  them  for 
life — the  life  of  an  agricultural  people,  such  as  we  are.  A 
large  number  of  our  young  women  come  from  the  farms  nnd 
will  return  to  them  to  meet  and  grapple  with  the  problems 
peculiar  to  country  life.  Again,  Winthrop  furnishes  very 
largely  the  teachers  of  our  elementar)^  and  secondar}^  schools. 
These  teachers  must-  be  able  to  give  instruction  in  school 
gardening,  because  our  schools  are  awakening  to  their 
responsibilities  along  this  line,  and  the  time  is  not  far  distant 
when  instruction  in  these  subjects  will  be  required  by  law. 

The  study  of  Agriculture  by  our  young  women  will  also 
aid  very  materially  in  forming  public  sentiment,  in  building 


Winthrop  College  Bulletin 


up  "that  abiding  foundation  of  a  strong  and  satisfied  life  in 
the  open  country,"  which  will  be  a  potent  factor  in  arresting 
the  exodus  from  the  farms,  ^^'hich  is  a  real  menace  to  the 
progress  of  our  State.  Too  many  of  our  young  people, 
desiring  to, make  money  easily,  carried  away  with  the  conceit 
of  a  little  knowledge  and  the  glitter  of  a  false  coin,  look  down 
upon  country  ways  and  country  people,  and  feel  that  city  life, 
with  its  flats  and  fashions,  excels  the  pure  and  dignified, 
though  perchance  crude  and  simple,  style  of  country  living.  A 
false  sentiment  like  this  is  undermining  the  life  and  the  morals 
of  our  people.  To  the  schools  we  must  look  for  a  change  of 
sentiment. 

Too  often,  also,  has  the  boy  from  the  country  had  a  hard 
time  among  his  fellows,  when  in  pursuit  of  learning  he  has  left 
the  rural  school  and  entered  that  of  the  city.  Often  have  "hay 
seed"  and  other  opprobrious  epithets  been  hurled  at  him,  and 
his  greatest  asset  in  life,  a  knowledge  of  ha)^,  cotton  and  corn, 
been  the  subject  of  derision.  A  study  of  hay,  cotton  and  corn 
will  change  all  this.  The  city  bred  boy  will  honor  and  respect 
the  farmer  boy,  who  has. a  greater  knowledge  of  these  things 
than  he  has.  The  study  of  the  farm,  its  conditions,  its 
prospects,  its  relation  to  other  great  social  industries,  is  sure 
to  bring  about  a  truer  estimate  of  the  value  of  farm  life,  a 
keener  appreciation  of  the  dignity  of  labor  and  a  closer 
fellowship  between  country  and  city. 

THE  CITY  SCHOOL  GARDEN 

Theoretically  we  all  agree  that  every  city  school  should 
have  its  garden.  And  yet,  how  many  of  our  city  schools  have 
them?  We  read  with  interest  of  the  agricultural  movement 
which,  having  swept  over  Europe,  is  now  engaging  the 
thoughtful  attention  of  the  educators  and  statesmen  of  our 
country.  We  are  convinced  of  the  educational  value  of  school 
gardening.  We  believe  that  it  furnishes  the  best  motor 
education  so  emphasized  in  these  days-  We  believe  that  the 
co-ordination  of  sensor  and  motor  brain  induced  by  it  quickens 
all  other  lines  of  school  work.  We  know  that  there  are 
unmistakable  physical  benefits  to  be  derived  from  it.     We  are 


Winthrop  College  Bulletin  9 

assured  that  incipient  tuberculosis,  as  well  as  other  organic 
diseases,  may  be  overcome  by  the  safest  of  all  physicians, 
nature,  in  the  best  of  all  sanitariums,  the  garden.  We  beheve 
in  its  moral  worth.  We  accept  the  statement  that  in  the  slums 
of  the  great  cities,  school  gardening  has  transformed  whole 
neighborhoods.  But  we  fold  our  arms  complacently  and  say: 
"We  have  no  slums."  ( ?)  We  are  ready  to  concede  that  to 
the  city  child  who  lives  within  brick,  who  treads  upon  brick, 
who  looks  upon  brick — the  garden,  an  oasis  of  loveliness  in 
the  midst  of  the  ugly,  man-constructed  city,  is  a  necessity,  but 
we  say  "we  have  no  cities  like  these.  Conditions  in  the  South 
are  different." 

But  we  have  soil  and  we  have  plants,  and  we  have  children 
to  be  educated,  and  we  have  not  yet  grasped  the  relation 
between  these  things.  We  have  not  yet  realized  that  we  are 
withholding  from  our  children  the  means  to  vitalize,  to  enrich 
and  socialize  the  education  we  have  provided.  We  South 
Carolinians,  with  our  gracious  climate,  we,  who  are  so  "land 
poor"  that  we  could  easily  furnish  every  boy  and  girl  in  our 
State  a  garden  plot  of  his  own,  continue  to  deprive  them  of 
their  birthright.  But  the  garden  bee  is  buzzing  in  our  bonnets, 
and  its  buzz  is  going  to  grow  louder  and  louder,  until  we  get 
up  and  do  the  thing  we  ought  to  do.  We  will  not  rest  until 
the  school  garden  is  as  much  a  part  of  every  city  school  as  the 
building  itself  with  its  equipment. 

THE  RURAL  SCHOOL  GARDEN. 

But  what  of  the  rural  school?  To  the  country  child  all 
this  is  his  birthright.  Gardens  are  matters  of  course ;  in  fact, 
often  too  much  matters  of  course.  To  him  they  are  apt  to  be 
ordinary  and  common-place.  They  savor  of  drudgery,  and, 
many  times  a  drudgery  unbrightened  by  zest  or  interest. 

-The  soil  in  which  he  works  throbs  with  the  mysterious  life 
processes  taking  place  beneath  it,  but  does  he  feel  it? 
Regarding  the  plants  about  him  from  an  economic  point  of 
view  only,  is  he  likely  to  catch  the  subtle  charm  of  beauty 
which  is  also  coherent  in  them? 


10  Winthrop  College  Bulletin 

A  city  child  stood  enraptured  over  a  field  of  cotton  in 
bloom.  "Oh,  the  lots  of  beautiful  flowers.!"'  exclaimed  the 
little  one  lost  in  amazement  at  this  prodigality  of  nature.  The 
little  country  child  came  running  up  to  see  the  cause  of  all  this 
wonder  and  delight-  As  his  eyes  fell  upon  the  field  of  cotton, 
his  amazement  was  no  less  great  and  sincere.  "Why,  them 
ain't  no  flowers ;  they  ain't  nothing  in  the  world  but  cotton 
blooms,"  he  exclaimed  in  cold  disgust. 

Our  country  children  need  an  education  that  will  enable 
them  to  rejoice  in  the  beauty  of  the  cotton  bloom,  in  the  fieecy 
whiteness  of  the  fruit  that  follows,  as  well  as  to  be  able  later 
on  to  convert  this  white  staple  into  the  gold  of  money.  The 
country  boy  knows  how  much  the  crop  will  bring  in  dollars 
and  cents,  perchance.  Does  he  know  how  fair  and  rich  the 
yield  may  be  in  that  market  where  prices  never  fluctuate?  The 
fruits  of  the  spirit  may  be  harvested  with  the  fruits  of  the 
field,  and  the  latter  be  not  lessened  thereby. 

The  school  garden  has  its  aesthetic,  its  economic,  its 
ethical  phase,  and  these  three  are  one.  They  form  a  unity  of 
instruction  in  this  subject  essential  to  the  highest  good  of  the 
child.  The  claim  is  made  that  as  the  country  child  has  the- 
garden  at  home  and  takes  part  in  the  operations  there,  that  it 
is  not  necessar}^  for  him  to  take  time  from  his  other  studies 
for  these.  But  is  it  true  that  all,  or  even  a  large  per  cent.,  of 
our  boys  and  girls  do  gardening  at  home  ?  Man);  of  our  girls 
raised  in  rural  districts  know  next  to  nothing  about  gardening. 
If  any  school,  however,  should  be  made  up  of  students  who 
have  had  plenty  of  experience  in  practical  gardenmg,  they 
should  not  be  held  to  the  same  kind  of  work.  They  should 
not  spend  their  time  and  energy  cultivating  crops  with  which 
they  are  quite  familiar,  but  different  work,  experimental  in 
its  nature,  should  be  given.  These  experiments  in  Agriculture 
may  prove  valuable  subject  matter  for  other  studies,  if  Ihe 
proper  correlation  be  sustained.  The  rural  school  has  peculiar 
need  of  the  school  garden;  the  problems  of  farm  and  country 
life  are  vital  to  these  children,  and  they  are  vitally  concerned 
in  an  intelligent  investigation  and  improvement  of  the 
conditions  around  them. 


Winthrop  College  Bulletin  11 


The  home  garden  cannot  be  turned  into  an  experiment 
station — the  old  folks  would  scarcely  allow  it,  and,  besides, 
experiments  here  might  prove  too  costly.  In  the  home  garfler- 
the  methods  relied  upon  are  usually  those  backed  by  tradition. 
We  do  as  our  fathers  did  and  we  ask  no  questions. 

An  old  man  was  whitewashing  his  trees.  A  young  man 
came  along  and  said  : 

'A\'hy  do  you  Avhitewash  your  trees?" 

The  whitewasher   replied : 

"Young  man,  luy  father  whitewashed  his  trees,  Jiis 
father  whitewashed  his  trees,  and  /  whitewash  my  trees." 

The  school  garden  of  the  rural  school  should  give  the 
why  of  methods  used.  It  should  be  an  experiment  station 
looking  towards  the  betterment  of  farm  conditions  through 
the  discoveries  made  there. 

The  economic  value  of  school  gardening  has  been 
demonstrated  in  many  rural  communities,  where  the  productive 
power  of  the  land  has  been  materially  increased  and  in  many 
cases  doubled  and  tripled  by  this  practical  study  of  scientific 
Agriculture.  Not  only  has  there  been  an  increase  in  quantity, 
but   a    decided   betterment   in   C|ualit3^ 

By  a  careful  study  of  corn,  teaching  the  children  how  to 
choose  the  best  seed  corn,  a  number  of  boys  and  girls  in  ]\Iacon 
county,  Illinois,  learned  to  raise  corn  of  such  a  grade  that  it 
readily  sold  for  $1.50  per  bushel,  while  that  of  their  fathers 
\^•as  bringing  the  customary  40  cents. 

Every  farmer  bo}^,  and  girl,  too,  for  that  matter,  -houid 
have  the  business  education  Avhich  comes  as  the  result  of 
harvesting  and  marketing  the  products  of  their  gardens. 

"School  gardens  teach,  among  other  things,"  says  Dr. 
Jewell,  "private  care  for  public  property,  economy,  honesty, 
concentration,  justice,  appreciation  of  the  dignity  of  labor,  and 
a  love  for  the  beauties  of  nature;"'  and  this  training  every  boy 
i  nd  girl  in  rural  and  city  schools  should  have. 

COMMERCIAL   PHASE   OF    SCHOOL   GARDENIIVG}. 

In  the  beginning  Adam  and  Eve  gardened  for  the  fun  of 
it — for  the  love  of  it — and  later  on  when,   for  more  serious 


12  Winthrop  College  Bulletin 

reasons,  they  tilled  the  soil  it  was  the  "love"  that  drew  from 
<he  curse  its  deepest  sting,  and  helped  them,  as  us,  to  find  "in 
endless   toil  beatitude." 

In  school  gardening  the  delicate  problem  is  before  us,  of 
having  the. child  grow  plants  for  the  love  of  it,  and  at  the  same 
time  teaching  him  the  economic  value  of  these  plants.  The 
school  garden  movement  must  beware,  on  the  one  hand,  of 
sentimentalism,  and,  on  the  other,  of  a  cold  and  calculating 
commercialism.  Never  put  the  monetary  side  first;  that  should 
be  incidental.  Develop  in  the  child  a  genuine  love  for  growing 
things,  and  when  the  harvest  comes  he  will  find  the  yield 
commensurate  to  the  love,  the  interest,  he  has  put  in  it. 

The  harvest  can  be  marketed,  good  up-to-date,  honest, 
accurate  business  methods  of  doing  this  instilled,  and  the 
money  realized  used  for  some  common  good. 

The  children  of  the  Winthrop  Training  School  made  some 
fifteen  or  twenty  dollars  off  their  gardens  the  first  year,  and 
the  money  was  spent  for  pictures  for  the  school  rooms. 


MAKING  THE  SCHOOL  GARDEN 
selectiojV  of  site. 

In  South  Carolina  we  are  not  confronted  with  the 
problem  which  vexes  the  soul  of  the  teacher  in  our  crowded 
Northern  cities.  We  do  not  have  to  hang  our  gardens  m  the 
air,  or  spread  them  upon  a  roof.  Around  every  school,  either 
rural  or  city,  we  feel  safe  in  saying  that  there  is  some  available 
ground  which  can  be  utilized  for  a  garden.  It  is  not  always 
the  best  soil  for  the  purpose,  but  wherever  there  is  sunlight, 
wherever  showers  from  Heaven  may  fall,  there  plants  may  be 
grown.  If  the  school  house  stands  upon  one  of  the  notorious 
red  hills  of  South  Carolina,  are  there  not  many  of  her  sons 
wrestling  with  the  problem  of  making  a  living  out  of  these 
red  hills,  and  may  not  the  boys  and  girls,  by  their 
experimentations  with  this  unpromising  soil,  help  to  solve  the 
problem?  But  if  any  school  is  so  fortunate  as  to  have  a 
number  of  types  of  soil  and  elevations  to  choose  from,  a  well- 


*Winthrop  College  Bulletin  13 

drained  sandy  loam  soil,  sloping  gently  to  the  south  or  the 
southeast,  is  to  be  preferred. 

KIIVD  OF  GARDE  IS— Group  or  IndiTidual  Garden. 

This,  of  course,  will  depend  upon  conditions.  There  is 
something  to  be  said  in  favor  of  each. 

The  individual  garden,  when  possible,  is  usually  preferred. 
It  gives  more  opportunities  to  each  child  to  perform  all  the 
operations  connected  with  gardening.  It  also  develops  in  him 
a  keener  sense  of  individual  responsibility,  and  more  accurate 
training  in  business  methods. 

But  when  the  time  is  limited,  the  number  of  tools 
insufficient  and  the  area  of  garden  small,  the  group  system 
will  be  a  necessity.  If  possible,  divide  the  children  into  small 
groups,  putting  four  or  five  in  charge  of  one  plat.  The  right 
sort  of  competition  between  the  groups  will  be  a  stimulation 
to  interest,  and  better  results  will  be  obtained. 

Group  competition  has,  also,  a  higher  moral  value,  as  it 
appeals  to  higher  instincts  than  does  individual  rivalry. 

peepaeatiojv  of  soil. 

The  most  serious  problem  of  school  gardening  to  most 
teachers  is  the  preparation  of  the  soil.  We  know  what  depends 
upon  it,  and  for  the  most  part  feel  helpless  before  it.  Of 
course,  unless  there  are  very  large  bo3^s  in  the  school,  the  first 
preparation,  that  is  to  say  the  deep  plowing,  would  have  to 
be  done  by  a  man  with  team  and  plow.  And  where  the  subsoil 
is  very  compact,  the  plow  should  be  followed  in  tlie  same 
furrow  with  a  subsoil  plow.  If  the  lots  are  too  small  to  be 
plowed  the}^  should  be  well  spaded.  The  larger  pupils  will 
find  this  spading  splendid  physical  exercise.  After  spading, 
every  clod  shoud  be  crushed,  as  far  as  possible,  and  the  first 
eight  or  ten  inches  should  be  thoroughly  pulverized  and  well 
mixed.    ' 

FERTILIZATION  OF  SOIL. 

The  next  important  step  is  the  fertilization  of  soil-  One 
of  the  best  all  round  fertilizers  for  a  crarden  is  farm  manure. 


14  Winthrop  College  Bulletin  ' 

This  should  be  spread  broadcast  and  then  thoroughl)^  worked 
into  the  soil.  If  commercial  fertilizers  are  used,  and  this  is 
always  beneficial  and  sometimes  necessary,  it  should  be  put 
on  at  the  rate  of  800  or  1,000  pounds  per  acre.  This  should  be 
well  mixed  with  the  soil ;  never,  on  an}^  account,  should  it  be 
allowed  to  come  in  contact  with  roots  or  seeds.  The 
commercial  fertilizer  being  "quickly  available"  will  start  the 
crop  to  growing.  In  farm  manure,  the  plant  food  being  more 
slowly  available,  the  crop  can  depend  on  it  for  carrying  it 
through  the  season. 

A  STUDY  OF  SOILS  AM)  THEIR  >EEDS. 

In  order  that  older  pupils  may  become  intelligent 
gardeners,  a  brief,  simple  study  of  type  soils  should  be  made. 
Pupils  should  learn  that  the  soil  is  really  the  storehouse  for 
""plant  food.  That  most  "storehouses"  will  be  foinid  to  be 
deficient  in  either  nitrogen,  potash  or  phosphoric  acid.  Pupils 
sliould  know  the  effect  of  these  three  essential  elements  on 
plant  life — that  "nitrogen  stimulates  growth  of  stems  and 
leaves."  Too  little  nitrogen  betrays  itself  in  a  weak  grovv'th 
of  yellowish,  green  color.  Too  much  nitrogen  tends  to  make 
plants  "run  to  leaves"  at  the  expense  of  fruit  and  flowers. 
Potash  builds  up  the  Avoody  tissue  and  stimulates  the 
production  of  plump  seeds  and  fruit  and  intensifies  the  color 
of  the  bloom.  Phosphoric  acid  aids  materially  in  developing 
seeds.  It  is  applied  in  bone  compounds  and  fossil  phosphates, 
as  South  Carolina  and  Florida  rocks.  A  complete  fertilizer  is 
niade  by  mixing  these  three  elements,  potash,  nitrogen  and 
phosphoric   acid. 

TO  niPROVE  CLAY  SOILS. 

''Many  of  the  ciuestions  of  soil  management  are  really  the 
questions  of  how  to  deal  with  clay." 

The  use  of  coarse  barnyard  refuse  is  helpful  to  clay  soils. 
It  not  only  adds  fertility  (available  plant  food)  but  also,  by 
separating  the  finer  particles,  the  texture  of  the  soil  is 
improved.     Lime  is  also  valuable  on  clay  soil,  as  it  acts  as  a 


Winthrop  College  Bulletin  15 

fertilizer,  neutralizes  the  acid  in  the  soil,  and  makes  the  clay 
soil  easily  worked.  Lime  should  be  applied  at  the  rate  of 
about  twenty  bushels  to  the  acre  once  in  every  four  or  iive 
years. 

TO  IMPROVE  SANDY   SOIt 

Add  fine  stable  manure  or  other  barnyard  refuse  so  as  to 
fill  up  soil  spaces  and  furnish  finer  particles.  Temporary 
improvement  may  be  made  by  compacting  soil  with  roller. 

(A.  study  of  "The  Soil  and  Its  Relation  to  Plants,"  by  R. 
i\l.  Davis,  I\Iiami  Bulletin,  will  be  helpful  to  teachers.) 

PROPER  TILLAGE. 

After  all,  the  proper  tillage  of  the  soil  is  the  real  question. 
In  order  to  conserve  moisture  plats  should  be  raked  at  least 
once  a  week.  If  the  top  soil  is  hard  and  crusty,  as  after  a  rain, 
rake  more  often.  And  do  not  be  deceived  by  a  moist  surface- 
rake  anyhow.     Stirring  the  soil  often  prevents  baking. 

LAYING  OFF  PLATS. 

The  most  convenient  shape  for  a  garden  plat  is  probably 
the  oblong.  The  size  of  these  plats  depends,  of  course,  upon 
the  size  of  area  and  number  of  children.  We  have  found  9  x  24 
a  convenient  size.  This,  being  just  1-200  of  an  acre,  makes  it 
comparatively  easy  for  the  children  to  compute  amount  of 
fertilizers  they  are  applying  per  acre,  or  how  much  their  crops 
produce  per  acre.  It  is  very  important  to  have  them  work  out 
problems  of  this  kind. 

Another  reason  why  the  oblong,  rather  narrow,  strip  of 
ground  has  proven  satisfactory  is  that  it  will  keep  the  children 
scattered  when  they  are  all  working  at  one  time. 

In  laying  out  the  plats,  stretch  a  line,  or  strong  string, 
across  the  outer  edge  of  the  area  to  be  used  for  the  work- 
Have  children  measure  ofi^  their  plats  by  this.  At  each  corner 
of  each  plat  drive  a  good  substantial  stake  securely  in  the 
giound.  Pull  up  these  stakes  after  the  garden  is  clearly 
outlined  by  growing  plants.     Number  each  garden.     Print  this 


16  Winthrop  College  Bulletin 

number  on  a  ten  or  twelve  inch  nursery  label,  and  stick  in  the 
ground  in  front  center  of  garden.  If  nursery  labels  cannot  be 
procured,  print  number  on  stakes  made  of  pieces  of  boards. 
(Nursery  labels  may  be  procured  from  Henry  F.  Michell 
Company,  Philadelphia,  Pa.  Twelve-inch  ones  cost  sixty 
cents  per  hundred.) 

A  path  three  feet  wide  should  be  left  between  each  row 
of  gardens,  and  one  two  feet  wide  between  each  individual 
garden.    If  space  is  not  limited,  wider  walks  should  be  made. 

Before  planting,  lay  out  straight  and  continuous  rows 
through  the  entire  garden  row.  To  do  this,  take  one  long 
garden  line  and  stretch  across  the  entire  number  of  plat? 
where  the  rows  should  be;  have  the  children  lay  off  the  rows 
by  this  line.  When  the  first  row  is  completed  move  the  line 
over  and  lay  off  the  second  one,  and  so  on.  Have  same  plants 
or  seedsv  planted  in  rows  occupying  same  relative  position  in 
each  plat.  When  the  seeds  begin  to  germinate  this  will  give 
to  the  gardens  a  neat  and  orderly  appearance,  which  will  be 
very  pleasing. 

gakde:x  tools. 

The  use  of  toy  tools  has  long  been  discarded,  even  for  the 
}'0ungest  children.  But  there  is  a  set  of  small,  light,  strong 
tools  manufactured  for  use  in  Kindergarten  and  First  Grades. 

The  tools  used  at  Winthrop  were  about  the  same  as  those 
used  in  the  home  garden.  To  each  plat  was  given  one  hoe, 
one  rake  (a  ten  or  twelve  foot  rake),  one  garden  (or  push) 
plow,  one  hand  trowel,  one  fifty-foot  measuring  tape,  one 
garden  line,  and  watering  pot.  By  skillful  management  man} 
oi  these  implements  were  used  in  common  so  as  to  avoid  the 
expense  of  buying  so  many  full  sets. 

If  small  crops  are  grown,  the  hand-weeder  is  useful,  but 
not   essential. 

If  children  are  to  do  their  own  spading,  the  spades  should 
be  smaller  than  the  ordinary  garden  spades.  Most  local  dealer.^ 
carry  this  lighter  spade. 

Inasmuch  as  we  now  "water  our  gardens  with  a  rake,"' 
watering  pots  are  not  a  necessity,  though  they  are  useful  when 
setting  out  plants. 


Winthrop  College  Bulletin  17 

GAEDEN  SEEDS. 

As  we  intend  to  grow  "common  crops,"  we  will  need  a 
supply  of  common  seeds,  such  as  lettuce,  turnip,  spinach, 
cabbage,  string  beans,  English  peas,  radish,  tomatoes,  corn, 
scjuash,  etc. 

For  many  years  now  there  has  been  a  free  distribution 
of  seeds  made  by  the  government.  These  can  be  had  in 
limited  quantities  by  applying  to  local  congressmen.  But  it 
is  best  not  to  rely  entirely  upon  this  source  of  supply.  Often 
the  children  will  bring  seeds  for  planting.  But  when  seeds 
have  to  be  purchased  consult  catalogues  of  reliable  seedsmen 
and  order  your  seeds  in  bulk,  not  small  packages,  as  that  is 
very  expensive. 


FALL  LESSONS  IN  GARDENING 

IIVDOOE  WOKK. 

As  an  introduction  to  garden  work  the  pupils  should 
have  an  illustrated  blackboard  talk  on  the  subject,  showing 
designs  for  garden  plat,  what  and  where  to  plant,  and  the  best 
use  of  the  best  tools.  The  talk  should  be  as  stimulating  to 
interest  as  possible.  Opportunities  for  applying  their 
mathematics  may  be  given  pupils,  as  the  size  of  bed,  number 
of  rows,  distance  between  rows,  etc.,  have  to  be  computed. 
Each  child  should  have  a  note  book  which  he  or  she  has  made. 
Convenient  size  for  pocket  is  8^x4%,  though  larger  ones  are 
all  right.  These  books  may  be  made  of  ordinary  manilla 
paper,  covered  with  some  stiff  cover  paper  and  decorated 
vvith  appropriate  design,  if  desired.  These  books  are  to 
contain  :  Diagram  of  garden  bed,  date  -of  planting  each  crop, 
date  of  maturing,  harvesting,  and  other  interesting"  data.  The 
following  notes  kept  by  a  pupil  in  the  Fifth  Grade  of  the 
Winthrop  Training"  School,  will  illustrate  one  method  of  using 
these  books : 


18  Winthrop  College  Bulletin 

School    Garden    ^otes,    Fifth    Grade,  Winthrop   Training  School. 

1908  Rozvs  I  and  2 — Radish,  Mixed  Turnip  and  Olive  Shape  : 
planted,  Alarch  7;  germinated,  March  14;  thinned, 
March  18;  gathered,  April  25. 

Rozvs  3  and  4 — Enghsh  Peas,  Lightning  Excelsior; 
planted,  February  29;  germinated,  March  10; 
thinned,  March  17;  gathered,  April  25. 

1908  Rozv  5 — Cabbage,  Charleston  Wakefield ;  seed  sown 
in  hotbed,  October  10,  1907 ;  transplanted  to  garden, 
February  29 ;  ready  to  use.  May  23. 

1908  Rows  6  and  7 — Beans,  Red  X'alentine;  planted,  ]\Iarcli 
14;  germinated,  March  21 ;  gathered,  Alay  20. 

1908  Rozv  S^Zinnia,  Tom  Thumb,  planted  March  14; 
germinated,  March  28;  bloomed.  May  25. 

i^ows  9  and  10 — Cupid  Sweet  Peas,  planted,  INIarch  7 ; 
germinated,  March  21 ;  bloomed,  May  23. 


REMARKS. 

Snow    fell   on   March   20th.      The   sweet   peas   were   not 
rairred  by  it,  nor  were  English  peas,  cabbage  and  radish. 


PLANT  STUDY 

Pupils  should  have  lessons  in  the 

1  Structure  of  plants. 

2  Function  of  roots,  stems,  leaves,  flowers,  etc 

3  Propagation  of  plants. 


Winthrop  College  Bulletin 


19 


Some  laboratory  or  indoor  lessons  are  necessary  in  [ilaut 

stud}'. 

.  Older  pupils  should  analyze  carefully  a  few  plauls, 
learning  the  function  of  each  part.  But  the  teacher  should 
bear  in  mind  always  the  necessity  of  studying  nature  at  home. 
The  most  profitable  nature  study  may  be  carried  on  by  means 
oi  school  gardening.  Here  the  pupils  may  get  on  intimate 
terms  with  the  plants,  become  acquainted  with  their  home 
habits,  ways  of  eating,  drinking",  breathing",  etc. 


Stroma. 


Style. 


Ovar-y—  L  — 


Fig.  1— A  Pistil 


Avther- 


Filcanent-- 


Fig.  2— A  Stamen 
Sti-gmOr 


rCorolla 


V 


A  vertical  section  of  a  tomato  bloom 


20  Winthrop  College  Bulletin 

Avoid  use  of  technical  terms  with  younger  pupils,  but 
teach  the  truth.  j\Iuch  of  our  so-called  nature  study  is  mere 
rubbish,  because  of  failure  to  adhere  to  scientific  facts. 

In  higher  grades  a  more  technical  study  may  be  made  and 
a  good  text  book  used.  But  pupils  should  always  have  the 
real  plant  to  study.  Older  pupils  should  study  more  complex 
flowers.  The  functions  of  the  organs  of  flowers — such  as 
stamens,  pistils,  anthers  and  stigmas — should  be  emphasized. 

These  lessons  may  be  given  m  mid-winter  (if  specimens 
can  be  obtained)   or  in  the  spring. 

OUTDOOR  LESSONS. 

The  children,  those  who  are  old  enough,  should  aid  in 
preparing  soil  and  in  laying  off  garden  plats,  after  the  method 
described.     Younger  children  observe. 

FALL  PLAIVTOG. 

Violet  plants,  narcissus  and  daffodils  and  sweet  peas 
should  be  planted  now. 

For  opening  furrows,  the  hoe  or  garden  plow  may  be  used 
for  deep-planted  seeds,  such  as  sweet  peas,  or  the  trowel  or 
the  rakestall  for  smaller  seeds.  Make  the  earth  above  shallow 
planted  seeds  firm  by  patting  it  down  with  a  hoe. 

Yegetables. 

Such  vegetables  as  can  stand  ordinary  cold  may  be  planted- 
Fall  onions,  winter  radishes,  spinach,  lettuce,  winter  cabbage 
and   turnips. 

Seed  Sowing'. 

Large  seeds  should  usually  be  planted  quite  deeply,  that 
is,  in  most  cases  from  three  to  five  inches  in  depth.  Small,  fine 
seed  should  not  be  deeply  covered  with  earth. 

Economy  in  seed  planting  should  be  emphasized,  as  there 
is  usually  a  sad  waste  in  this  line.  As  nearly  as  possible, 
correct  quantity  for  planting  a  row,  at  given  distances  apart, 
should  be  placed  in  small  envelopes  and  given  to  each  child. 


^ 

Iw^Kim^'^-^-       ;^-■' 

PIHK'' 

T:M^I^-'  ^"  V  ;- 

^^hrs-:t 

miJ^Bp^iS^^^^*^^' ■"*■  -'"''-^^^  '^ 

^f^fig 

^^^ft 

^ 

^^^P 

^^M 

^^^^^^r-*^;'?^^^: 

^^^^^m^'^ 

..  m 

FOURTH  AND  FIFTH  GRADES. 


SIXTH  AND  SEVENTH  GRADES  AT  WORK 


Winthrop  College  Bulletin  21 


(These  seed  envelopes  may  be  made  in  manual  training  class.) 
The    younger    children — Kindergarten    and    First    Grade 
children — should,  when  possible,  plant  the  large  seed,  as  it  is 
so  much  easier  for  them  to  drop. 

HOTBEDS  AJfD  COLDFRAMES. 

In  order  to  have  vegetables  and  flowers  grown 
successfully  during  the  winter,  Winthrop  pupils  were  taught 
how  to  construct  and  manage  hotbeds  and  coldframes. 
Professor  J.  S.  Newman's  suggestions  for  doing  this  were 
followed :  "Excavate  to  the  depth  of  eight  inches  an  area  three 
feet  three  inches  wide  by  five  feet  eight  inches  long.  Fill  this 
excavation  with  fermenting  stable  manure  and  green  cotton 
seed,  mixed  in  equal  parts,  moisten  it  and  stamp  down 
smoothly.  Moisten  the  material  as  it  is  mixed,  and  again  when 
put  into  the  pit,  if  it  seems  dry. 

"Construct  a  close  frame  of  one  and  one-half-inch  heart 
lumber  to  fit  over  this  pit.  Have  this  two  feet  high  at'  the 
north  end  and  one  foot  at  the  south  end,  the  sides  sloping 
uniformly.  The  heat  will  be  retained  better,  and  the  cold  air 
excluded,  if  soil  is  banked  around  the  lower  part  of  the  plank 
When  the  frame  is  completed  and  placed  over  the  manure  fill 
into  the  depth  of  four  inches  with  sifted  dark  loam  soil 
and  put  en  the  sash.  In  three  or  four  days  remove  the  sash, 
water  gently,  and  replace  the  sash.  When  the  temperature  in 
the  hotbed  gets  about  70  degrees  Fahrenheit  ventilate  by 
placing  a  block  of  wood  under  one  end  of  the  sash,  and  during 
warm  days  the  sash  may  be  removed  entirely.  Keep  the 
surface  of  the  bed  moist,  but  not  wet,  and  for  such  crops  as 
lettuce  try  to  let  the  temperature  range  between  45  degrees 
Fahrenheit  at  night  and  65  degrees  Fahrenheit  during  the  day. 
It  should  be  remembered  that  a  hotbed  loses  its  heat  within 
about  six  or  seven  weeks  and  should  be  refilled  where 
continuous  planting  is  desired.  • 

"Thx2  coldframe  is  made  in  the  same  way  as  the  hotbed, 
excepting  that  rich  earth  is  used  instead  of  manure,  which 
supplies  the  heat  for  the  hotbed.  If  glass  is  too  expensive  for 
the  coldframe,  white  cloth  may  be  substituted,  as  a  cover,  with 
fair  results. 


22  Winthrop  College  Bulletin 

"The  hotbed  is  used  for  growing"  lettuce,  radishes, 
liasturtiums,  etc.,  during  the  winter,  and  for  starting  tender 
plants,  such  as  peppers,  egg  plants  and  tomatoes,  for  early 
spring  setting". 

"The.coldframe  is  used  for  hardening  off  rather  tender 
plants  for  setting  to  the  open  ground  and  for  growing  rather 
hardy  plants,  such  as  winter  radishes,  lettuce,  beets,  carrots, 
endive,  etc.,  during  the  winter  and  early  spring. 

DECORATING  THE  SCHOOL  GROUNDS 

It  should  be  the  aim  of  every  school  to  make  its  grounds 
as  beautiful  as  possible.  The  school  grounds,  indeed,  should 
be  object  lessons  to  the  communit3^ 

To  this  end  every  school  should  stand  in  the  midst  of  a 
well  kept  lawn.  Nothing  else  will  add  so  decorative  an  effect 
to  the  surroundings.  Lawn  seeds  should  be  "sown  in  the 
fall.  In  our  section  "Woods  Permanent  grass  mixture"  has 
given  great   satisfaction. 

Pupils  should  be  taught  "the  A.  B.  C-  of  Landscape 
Gardening  : 

(a)  Keep  open  center. 

(b)  Plant  in  masses. 

(c)  Avoid  straight  lines." 

Children  should  draw  plans  for  beautifying  school 
grounds,  design  walks,  indicate  places  in  which  to  plant  trees, 
.shrubbery  and  masses  of  flowers. 

If  there  are  any  unsightly  objects  which  cannot  be 
removed  from  the  school  premises,  drop  beside  them,  in  well 
fertilized  soil,  a  few  seeds  from  some  rapidly  growing  vine, 
such  as  Moon  Flower,  Flowering  Bean  or  Morning  Glory. 
Like  the  wonderful  beans  in  "Jack,  the  Giant  Killer,"  they  will 
foon  climb  up,  and  most  marvelously  will  they  transform  an 
ugly  outbuilding,  an  old  fence  or  outstanding  post  or  even  a 
"junk  heap." 

The  Castor  Bean  plant,  Caladium  and  Canna  are  tall 
foliage  plants  which  grow  rapidly  and  add  much  to  the  beauty 
of    the   grounds. 


Winthrop  College  Bulletin  23 

Winter  Lessons  in  Gardening 

ELEMENTARY   AGKICULTURE. 

A  climate,  such  as  ours,  makes  it  possible  for  the  children 
to  have  outdoor  work  nearly  all  the  year  round.  But  there 
are  times  when  IMother  Nature  treats  us  to  a  spell  of  bad 
temper;  it  rains,  the  wind  blows  or  the  snow,  for  a  brief 
season,  shrouds  our  gardens  in  white.  These  are  opportunities 
for  doing  most  valuable  indoor  work,  which  will  lead  to  an 
understanding  of  some  of  the  underlying  principles  of 
Agriculture. 

Laboratory  Exercises. 

While  a  well-ecjuipped  laboratory  would  not  come  amiss, 
still  there  are  valuable  experiments,  requiring  no  expenditure 
of  money,  which  may  be  given  by  even  the  tuitrained  teacher, 
in  the  "one-room  rural  school."  The  real  need  is  that  the 
teacher  have  the  zviU — the  rest  will  follow. 

Material  ISeeded. 

Two  dozen  empty  tomato  cans,  three  or  four  lard  pails,  a 
few  small  wooden  boxes,  a  lot  of  empty  bottles,  a  collection 
of  typical  soils  (clay,  sand,  loam,  muck  or  peat),  a  few  seeds 
of  garden  and  farm  crops,  and  the  teacher  is  ready  to 
demonstrate,  without  cost,  many  important  principles  of 
Agriculture. 

(Consult  "The  L^se  of  Illustrative  Material  in  Rural 
Schools,"  by  Dick  J.  Crosby.) 

If  to  this  equipment  be  added  four  dairy  thermometers, 
a  few  test  tubes,  a  set  of  metric  weights,  an  alcohol  lamp, 
some  cork  bottle  stoppers,  glass  and  rubber  tubing,  litmus  paper 
and  a  few  ordinary  tin  pie  plates,  the  school  will  be  well 
equipped  at  a  nominal  cost  for  doing  much  experimental  work, 
both  valuable  and  interesting.  With  this  material  the  teacher 
may  show  that  "the  soil  contains  plant  food,  the  escape  of 
moisture  from  plants,  habits  of  plant  growth,  that  plants 
recjuire  air  to  form  roots,  effect  of  hght  on  plants,  capacity  of 
soils  for  water,  methods  of  plant  propagation,"  and  many 
other  interesting:  facts- 


24 


Winthrop  College  Bulletin 


Demonstratious. 

(i)   To  show  the  escape  of  moisture  from  growing  plants. 

Take  a  small  vigorous 
plant,  which  has  been  well 
established  in  a  tomato  can 
or  a  small  flower  pot,  and 
around  the  base  of  the  plant 
place  a  piece  of  card  board  or 
stifl:  paper.  This  may  be  done 
by  making  a  slit  from  the 
edge  to  the  center  for  the 
introduction  of  the  stem  of 
the  plant.  This  paper  should 
be  securely  sealed  to  prevent 
the  rise  of  moisture  from  the 
soil  in  the  pot.  Then  if  a 
common  tumbler  should  be 
placed  over  the  plant,  con- 
densed moisture  will  soon  be 
seen  in  the  inside  of  the 
glass,  showing  that  the  moisture  is  given  ofl:  by  the  plant. 

(2)  To  show  that  soil  contains  plant  food. 

Burn  all  vegetable  matter  from  about  one  gallon  of  clean 
sand.  With  this  fill  two  equal  sized  cans,  first  punching  holes 
in  bottom  of  cans  to  give  drainage.  In  each  can  plant  three 
or  four  plump  beans  or  grains  of  corn.  Water  both  cans  with 
rain  water  till  the  seeds  are  up.  Then  continue  watering  one 
can  with  rain  water,  while  the  other  is  watered  with  soil 
solution,  that  is,  with  water  which  has  been  drained  out  from 
a  mass  of  rich  soil,  and  note  how  much  faster  the  plants  grow 
which  have  been  watered  with  the  soil  solution-  This  is  due 
to  the  fact  that  water  is  able  to  dissolve  plant  food  in  the  soil 
and,  by  so  doing,  make  it  available  or  ready  for  use. 

(3)  To  show  habits  of  plant  growth. 

This  may  be  shown  by  the  use  of  a  tin  plate,  two  small 
pieces  of  glass  and  a  piece  of  cloth.  Take  some  large  well- 
sprouted  seed — as  a  grain  of  corn — each,  the  root  and  the  top 


Fig-.    4 — To  show  the  escape  of  moisture 
from  growing-  plants 


Winthrop  College  Bulletin 


25 


of  the  stem,  being  more  than  an  inch  in  length.  First  lay  one 
piece  of  glass  in  plate,  one  end  resting  on  rim  of  plate.  On  this 
lay  the  cloth,  after  tying  dark-colored  thread  at  short  intervals 
around  the  root  and  top  of  stem,  place  the  seed  on  the  cloth, 
folding  corners  over  the  seed  covering  the  roots  and  leaving 
the  top  out.  Place  over  this  the  second  piece  of  plass,  placing 
a  chip  or  splinter  of  wood  between  the  pieces  of  glass  to 
prevent  the  bursting  of  the  roots,  and  put  water  in  the  plate 
to  support  the  plant.  It  will  be  observed  that  the  roots  will 
grow  from  the  ends,  allowing  the  strings  to  remain 
apparently  unremoved,  while  the  spaces  between  the  strings 
around  the  stem  are  increased,  showing  that  the  stem 
lengthens,  not  at  the  end,  as  is  the  case  with  the  roots,  but  all 
along  the  entire  lensrth. 


Fig.  5— Capacity  of  soils  for  storing  up  water 

(4)   To  show  the  capacity  of  soils  for  taking  in  water. 

(a)  Break  the  bottoms  of  five  large  bottles,  tie  a  piece  of 
thin  cloth  over  the  mouth  of  each  and  fill  each  with  a  different 
type  of  &Qi\,  say  gravel,  sand,  loam,  clay  and  peat.  Arrange 
as  shown  in  Fig.  5.     Then  gently  pour  water  in  one  of  the 


(a).  To  break  the  bottom  of  a  bottle,  tie  a  cotton  string  around  the  bottle  near 
the  end  or  bottom,  saturate  this  string  with  kerosene,  set  the  string  on  fire  and  when 
it  is  almost  burned  off  plunge  that  end  of  the  bottle  into  cold  water  and  the  bottom  will 
crack  and  may  be  pulled  off. 


26  Winthrop  College  Bulletin 

bottles;  pour  just  fast  enough  to  keep  the  surface  covered, 
and  note  the  time  (with  watch  in  hand)  it  takes  for  the  water 
to  drip  into  the  tumbler  below.  Do  this  Avith  each  bottle,  and 
note  which  soil  takes  in  water  most  rapidly.  The  power  of 
storing  up  monsture  ma}^  be  determined  by  the  same  apparatus, 
by  weighing  the  bottle  before  and  after  filling  it  with  dry  soil 
and  again  after  the  water  ceases  to  drip  from  the  mouth  of  the 
bottle.  The  difference  in  weight  between  the  wet  and  dry  soil 
will  equal  the  amount  of  water  stored. 

STUDY  OF  SEEDS. 

The  fundamental  need  of  a  good  crop  is  good  seed.  No 
amount  of  cultivation  can  produce  perfect  corn  from  imperfect 
seed  corn-  Hence,  one  of  the  most  valuable  studies  in 
Agriculture  is  that  of  seeds.  It  can  also  be  made  one  of  tlie 
most  interesting  to  even  quite  small  children.  In  the  Fall  the 
children  should  gather  the  seeds  of  our  garden  vegetables, 
field  crops  and  flowering  plants.  They  should  be  carefully  put 
awa}^  and  later  on  a  careful  study  of  them,  be  means  of  simple 
experiments,  be  made.  Tests  were  made  by  the  Winthrop 
pupils  in  regard  to — • 

1  Maturity  of  seeds. 

2  Age  of  seeds. 

3  Size  of  seeds. 

4  Temperature  required  for  germination. 

5  ]\Ioisture  required  for  germination,  etc. 

(a)   Germination  Test  of  Seeds: 


Fig.  6— Germinal  ion  test  of  seeds 

Count  out  50  or  100  peas,  beans,  corn,  or  any  other  seed 
to  be  tested.  Take  a  plate,  two  pieces  of  canton  flannel.  01 
blotting  paper,  cut  to  fit  the  plate.  Moisten  one  piece  of  flannel 
and  spread  the  seeds  on  it.  Over  this  place  the  other 
moistened  cloth.     Cover  the  whole  with  another  plate  oi  patie 


Winthrop  College  Bulletin 


27 


of  glass  to  prevent  rapid  evaporation.  Set  the  plate  in  a  warm 
room  (68-86  degrees  Fahrenheit).  Examine  the  seeds  every- 
day for  six  or  eight  days.  If  they  get  too  dry.  add  enough 
Vs'ater  to  moisten,  but  not  saturate  the  cloth.  When  the  seeds 
begin  to  sprout,  count  out  those  germinated,  and  from  them 
determine  what  percentage  of  the  whole  number  tested  were 
good.  If  very  small  seeds  are  to  be  tested,  count  out  a  larger 
number  and  use,  instead  of  cloth,  thin  blotting  paper  which  has 
been  moistened.  Pupils  should  record  in  note  book  variety 
and  number  of  seeds,  and  date  when  test  begins,  date  of 
germination  and  per  cent,  of  seeds  germinated, 
(b)    Depth  of  planting. 

To  determine  the  best  depth  at 
v,'hich  to  plant  different  seeds,  take  a  few 
big-mouthed  bottles,  eight-inch  olive 
bottles  will  do ;  fill  these  bottles  with 
moist  loamy  soil ;  plant  in  them,  at 
various  depths,  beans,  peas,  etc.,  and 
some  smaller  seed,  such  as  lettuce,  radish 
and  onions.  Wrap  these  bottles  up  to 
the  neck  in  black  paper,  or  cloth,  and 
set  them  in  a  warm  place.  Take  these 
wrappings  off  daily  and  observe.  The 
pupils  will  make  many  interesting 
discoveries  with  regard  to  "best  depth 
at  which  to  plant  different  seeds,  the  rate 
of  germination,  how  the  little  plants 
make  their  way  through  the  soil,  whether 
they  carry  their  roots  up  with  them,  or 
leave  them  behind,"  etc.  Have  pupils 
make  very  close  and  careful  observations, 
taking  accurate  notes. 


Fig.  1-  Depth  of  Planting 


LESSONS  IX  PEOPAGATIOX  OF  PLANTS 

In   the   Propagation   House   at   Winthrop   older   students 
are  instructed  in  methods  of  plant  propagation  by  means  of — 


Winthrop  College  Bulletin 


1  Layers    (scoppernong  grapes,   black  and   raspberries). 

2  Cuttings  (grape,  fig,  apricot). 

3  Buds    (peach,  plum,  cherry). 

4  Grafts   (apple,  pear,  pecan). 


TYliip  or  Tongue  (xraftiog. 

The  scions  for  this  work  may  be  had  from  any  nearby 
apple  orchard,  while  a  sufficient  number  of  stalks  may  be 
purchased  from  almost  any  nurseryman.  We  purchased  No. 
2  stalks,  for  use  at  this  College,  from  J.  K.  Skinner  &  Co., 
Topeka,  Kansas,  at  a  very  reasonable  cost.  The  raffia,  or 
waxed  cord,  for  tying  the  graft,  may  be  purchased  from  most 
seedsnien. 

To  make  a  whip  graft, 
cut  the  stalk  off  diagonally, 
just  above  where  the  side 
roots  usually  appear, 
cut  the  stalks  off  diagonally 
leaving  a  half -inch  or  more 
of  cut  surface.  Then  about 
one-third  from  the  end  of 
the  cut  surface,  split  the 
stalk,  making  the  tongue. 
Prepare  the  basal  scion  in 
a  similar  way  and  fit  the 
two  together,  taking  care 
to  make  the  inner  bark,  or 
'cambrium,  layers  come 
side  of  the  cut  surface, 
together  at  least  on  one 
The  grafts  should  be 
securely  tied,  either  with 
raffia,  or  waxed  cord,  to  exclude  the  air  from  the  cut  surface, 
and  to  hold  the  scion  in  place.  This  work  may  be  done  indoors 
at  any  time  during  the  winter.  After  the  grafts  are  made 
they  may  be  packed  in  moist  sand  and  the  children  required 
to  put  them  out  in  a  nursery  in  the  early  spring.  This  will 
enable  the  pupils  to  have  a  good  supply  of  young  fruit  trees 


Fig-.  8 — Whip  or  tongue  grafting-,  (a),  stock; 
lb),  scion;  (c),  stock  and  scion  united 


Winthrop  College  Bulletin 


29 


to  take  to  their  liomes  the  following  fall,  thus  improving  the 
home  orchards,  and  at  the  same  time  creating  more  interest 
in  and  a  better  feeling  towards  the  school  on  the  part  of  the 
patrons. 

Hardwood  Cuttings. 

Many  common  plants,  such  as  the  grape,  fig,  privet,  etc., 
are  propagated  by  means  of  cuttings.    These  cuttings  are  made 

during  the  dormant  season, 
and  usually  consist  of  a 
straight  portion  of  the  shoot 
or  cane  which  contains  two  or 
more  buds.  These  cuttings 
may  be  made  at  any  time 
during  the  winter,  and  packed 
in  moist  sand  to  keep  till  early 
spring,  when  they  are  set 
about  four  inches  apart  in  a 
nursery  row.  Each  plant  should  be  placed  in  the  soil,  leaving 
only  the  top  bud  out,  as  shown  in  Fig.  9. 


Fig.  9 — Cutting  in  furrow 


Fig.  10~Hardwood  cuttings  :  (a),  simple  cutting;  (b),  heel  cutting;  (c),    mallet 
cutting;  (d),  single-eye  cutting 


30 


Winthrop  College  Bulletin 


SOFT  OR  GREENWOOD  CUTTINGS. 


Parts  of  the  stem 
containing  two  or 
more  nodes,  with 
g  r  e  e  n  leaves,  are 
often  used  as  cuttings. 
Many  green  house 
plants,  such  as  the 
coleus.  ge  rani  u  m  s 
and  begonias,  are 
propagated  in  this 
way. 

■    LEAF  CUTTINGS. 


Such  plants  as  the 
rex  begonia  and  the 
b  r  y  o  p  h  y  1  lum  can 
readily  be  propagated  by  means  of  leaf  cuttings.  These 
cuttings,  if  held  in  contact  with  moist  sand,  will  often  produce 
many  plants  from  a  single  leaf.  This  is  especially  true  of  the 
bryophyllum.  Soft  wood  cuttings  may  be  very  successfully 
rooted  in  boxes  of  sand  placed  in  the  windows  of  the  school 
room. 


Fig-.  11 — Cutting  of  Coleus 


Fig.  12~Leaf  cutting 


V 


Winthrop  College  Bulletin  31 

A  WIMER  GARDE:V. 

By  proper  attention  to  a  rotation  of  crops,  that  is,  putting 
in  a  crop  as  soon  as  one  has  been  exhausted,  we  should  be 
able  to  enjoy  fresh  vegetables  from  oui  gardens  the  year 
round.  In  our  Kindergarten  garden,  at  Winthrop,  tlie 
following  vegetables  were  in  good  edible  condition  all  winter : 
Turnips,  curly  leaf  cabbage  (set  to  the  soil  late  in  September, 
ready  for  use  in  December),  mustard,  Kohl-Rabi,  lettuce, 
beets,  carrots,  winter  cabbage. 


Wi:SDOW  BOXES. 

Every  school  room  should  have  its  window  boxes, 
especially  during  the  winter,  if  the  heating  of  the  room  makes 
it  practicable.  Alake  the  box  six  or  eight  inches  deep,  twelve 
to  fifteen  ir-^hes  wide  ,  "d  as  long  as  the  window  is  Avide. 
Fasten  box  firmi_,  ,^,o  Su.^/iiiest  window.  A  very  satisfactory 
box  is  one  that  slopes  toward  the  sun,  so  as  to  distribute  light 
evenly  to  all  the  plants.  Fill  the  box  with  fine  rich  soil. 
Plant  begonia  cuttings,  calliopsis,  hyancinths,  ferns,  narcissus 
or  geraniums  in  middle  of  box.  Plant  climbing  nasturtiums 
or  Wandering  Jew  near  inside  to  hang  down  over  box,  on  the 
window  side.  Plant  sweet  peas  and  train  up  on  strings, 
Fiants  should  stand  four  or  iive  inches  apart.  Water  boxes 
every  day. 


Spring  Lessons  in  Gardening 


This  is  the  time  of  the  year  when  all  the  world  loves  a 
garden.  The  children  take  to  gardening  as  naturally  a-,  the 
duckhngs  to  the  water-  Spring  gardening  at  AA'inthrop  was 
begun  in  the  latter  part  of  February  or  first  of  March.  The 
soil  should  be  thoroughly  prepared  and  fertilized,  all  old 
plants  and  roots  having  been  removed.  Seeds  of  plants  Avhicli 
mature  rapidly,  so  that  the  children  may  have  the  pleasure  of 
harvesting  before  school  closes,  should  be  planted. 


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Combined  Flower  and  Vegetable  Garden 


Winthrop  College  Bulletin 


The  combined  vegetable  and  flower  garden  plat  is  most 
generally  used  for  school  gardens.  Tall  plants  should  be 
placed  in  center  of  garden,  dwarf  or  bush  form,  at  the  ends. 
In  each  plat  sow  two  rows  of  the  following  early  vegctribles  • 
Radish,  lettuce,  English  peas,  beans,  beets.  Later  on  replace 
radish  and  lettuce  and  peas  with  later  crops,  tomatoes,  cabbage, 
Irish  potatoes,  etc."  This  continuous  use  of  the  ground  is  one 
of  the  most  important  lessons  to  be  learned  in  intensive 
horticulture. 

Among  the  most  satisfactory  flowers  for  school  gardens, 
we  have  found  the  sweet  pea,  California  poppy,  nasturtiums 
and  zinnia. 

Directions  for  Planting 

Radishes — Sow  seeds  continuous  in  the  drill,  not  deeper 
than  one  inch  nor  less  than  one-half  inch.  As  soon  as  tJic 
second  set  of  the  leaves  appear,  plants  should  be  thinned  to 
stand  from  two  to  three  inches  apart  in  row.  As  the  plants 
mature  quickly,  they  should  be  replaced  by  other  cro{;s, 
tomatoes,  for  instance. 

Beans — Plant  in  rows  one  foot  apart,  placing  seeds  about 
two  inches  deep  and  six  inches  apart  in  rows.  They  are 
tender  plants  and  should  not  be  planted  till  danger  of  frost 
is  over. 

Beets — Beets  may  be  planted  at  same  time  as  radish  and 
lettuce,  but  they  mature  more  slowly.  Plant  in  rows  one  foot 
apart,  place  one  inch  apart  in  row  and  cover  one  inch  deep. 
When  plants  are  about  two  inches  high,  thin,  leaving  them 
four  inches  apart  in  row. 

Lettuce — Seeds  should  be  sown  in  the  drill  in  the  open,  or 
in  hotbeds  and  coldframes.  If  in  the  open,  scatter  almost 
one-half  inch  apart  along  the  row,  and  cover  about  one-half 
inch  with  earth.  When  plants  are  well  up,  thin  to  six  inches 
apart  in  the  row.  If  sown  in  hotbed  or  coldframe,  thin  to  two 
inches  apart,  and  when  they  begin  to  crowd  transplant  to 
garden,  if  weather  will  permit. 

Szveet  Peas — The  first  crop  of  sweet  peas  planted  before 
the  loth  of  October,  bloom  early  in  the  spring  and  are  over 


34  Winthrop  College  Bulletin 

by  the  4th  of  July.  So  in  order  to  have  a  continuous  supply 
of  these  beautiful  flowers,  another  planting  should  take  place 
early  in  March,  or  even  in  February,  just  as  soon  as  the 
ground  xan  be  dug.  Plant  sweet  peas  at  least  three  or  four 
inches  deep.  Sow  seed  continuous  in  the  drill.  It  is  a  good 
plan  to  sow  sweet  peas  in  "double  rows  only  five  or  six  inches 
apart  and  stick  the  brush  or  chicken  wire  support  between 
them."  When  plants  are  a  few  inches  high,  thin  out,  so  that 
they  will  not  stand  nearer  together  than  six  inches  in  the  row. 

J^arictics—Tjixy  four  or  five  varieties — not  the  mixed 
packets.  At  Winthrop  we  found  "WYiod's  Special"  mixture 
very  satisfactory. 

California  Poppy — This  is  an  annual  which  adds  much 
to  the  garden,  the  flowers  being  very  brilliant  in  coloring. 
The  seeds,  like  the  sweet  peas,  may  be  sown  in  Autumn  for 
early  bloom.  If  beds  of  the  flowers  are  desired,  sow  broad- 
cast. The  soil  should  be  well  fertilized.  Each  plant  should 
be  given  about  five  or  six  inches  of  space  in  which  to  grow. 
They  bloom  abundantly  from  early  Spring  to  frost. 

Nostitrtiuuis — The  dwarf  variety  should  be  used  in  the 
garden  plat.  If  early  blooms  are  desired,  plant  in  window 
boxes  or  coldframes.  The  seeds,  which  are  large,  should  be 
planted  at  least  an  inch  deep.  Sow  in  rows,  placing  seeds 
about  six  inches  apart  in  row.  When  all  plants  are  up,  thin. 
If  the  soil  is  very  rich,  plants  should  be  left  a  foot  apart. 
Plants  should  be  kept  clean  of  weeds. 

Zinnias — Sow  seed  in  open  ground  early  in  Spring- 
Fertilize  the  soil  well,  for  strong  rich  soil  is  needed  by  this 
plant  in  order  to  secure  large  flowers  and  a  profusion  of 
blooms.  Be  careful  to  thin  and  transplant.  Plants  should 
be  given  ample  room  in  which  to  grow.  Their  average 
height  is  one  and  one-half  feet.  In  addition  to  their  use  in 
school  gardens,  they  make  efifective  borders  and  summer 
hedges. 

A  SUMMARY  OF  RESULTS  ATTAIIVED  AT  WINTHROP. 

On  an  area  of  96x170  feet  the  Winthrop  children  early 
in    March   planted   the    following   vegetables:    English   peas, 


Winthrop  College  Bulletin  35 

radishes,  Irish  potatoes,  set  out  cabbage  plants,  spinach,  lettuce. 
The  cabbage  plants  were  set  in  rows  two  and  one-half  feet 
apart  and  one  and  one-half  feet  apart  in  the  row.  Irish 
potatoes  planted  in  two  and  one-half  feet  rows  and  two  feet 
apart  in  rows.  Lettuce  sown  continuous  in  drill  in  rows  two 
feet  apart,  and  thinned  to  about  four  inches  apart,  when  plants 
were  small.  A  little  later  on  turnips,  corn,  beans  were  planted, 
and  Kohl-Rabi  set  out,  plants  having  been  previously  grown 
under  glass.  In  addition  to  these  vegetables,  many  flower 
seeds  were  sown,  such  as  sweet  peas,  dwarf  nasturtiums, 
castor'  beans,  zinnias,  algeratum,  Sweet  William,  stock, 
pansies,  etc. 

Before  close  of  session,  pupils  were  able  to  harvest  many 
of  the  product  of  their  garden,  the  approximate  yield  being — 
Cabbage,  230  heads,  each  weighing  2^^  to  3^^  pounds; 
Kohl-Rabi,  50  heads;  beets,  144;  onions,  120;  radishes,  in 
quantity ;  English  peas,  62  quarts ;  beans,  40  quarts ;  lettuce, 
150  heads. 

In  a  coldframe  on  an  acre  8^x9  feet,  where  lettuce  was 
thickly  sown,  enough  was  gathered  at  one  time  to  serve  500 
students  for  one  meal  and  yet  leaving  one  plant  to  each  square 
foot  to  head. 

Flowers  in  great  abundance  were  raised,  which  were 
gathered  by  the  children  and  used  for  decorating  the  school 
rooms. 

Tests  of  Tomatoes  and  Lettuce. 

Nineteen  varieties  of  tomatoes  and  twelve  of  lettuce 
were  planted  for  testing.  The  seeds  were  sown  in  hotbeds. 
After  plants  were  well  up,  they  were  transplanted  to  stand 
2x2  inches  apart.  They  were  kept  slowly  growing  until  about 
the  loth  of  April,  when  they  were  placed  in  the  garden.  The 
tomato  plants  were  set  in  rows  eighteen  inches  apart  and 
placed  about  twenty  inches  apart  in  the  rows.  As  the  plants 
grew  they  were  pruned,  the  side  branches  being  removed. 
"Pruning  lessens  competition  among  the  br-  :hes,  and  thus 
the  food  supply  to  the  fruits  retained  is  greatly  increased." 

As  each  plant  grew  the  main  stem  was  lied  to  a  strong 


36  Winthrop  College  Bulletin 

stake  driven  securely  in  the  ground.  The  lettuce  plants  were 
set  out  in  rows  about  eighteen  inches  apart  and  placed  six 
inches  apart  in  rows.  When  plants  were  well  matured,  they 
were  tested  by  pupils  of  Eighth  and  Ninth  Grades,  who  filled 
out  descriptive  blanks  furnished  by  IT.  S.  Department  of 
Agriculture. 

Cotton. 

Two  varieties  of  cotton,  one  of  the  long  and  one  of  the 
short  staple,  were  planted.  In  the  Fall  when  the  children 
returned  to  the  school,  the  cotton  patch  was  white,  and  eager 
young  fingers  were  soon  picking  the  cotton.  The  yield  was 
not  sufiicient  to  afl^ect  the  cotton  market,  but  quite  large 
enough  to  thrill  the  young  farmers  with  pride.  The  cotton 
was  sold  and  money  deposited  in  the  school  treasury. 

(iSraiKlniotlier's  Garden. 

A  plat  15x30  was  set  aside  for  an  old-fashioned  herb 
garden,  in  which  were  planted  many  of  the  herbs  prized  for 
medicinal,  flavoring,  perfuming  and  other  valuable  qualities. 
Among  these  were  caraway,  sage,  fennell,  thyme,  summer 
savory,  sweet  basil,  and  anise. 

School  Exliiljit 

At  the  close  of  school,  in  each  room,  from  the 
Kindergarten  up,  an  exhibit  was  made  of  vegetables  and 
flowers  grown  in  the  respective  gardens.  This  exhibit  was 
most  creditable  and  beautiful.  Radishes,  beets,  onions, 
potatoes,  corn,  turnips,  cabbage  and  lettuce  were  effectively 
arranged  on  large  tables,  with  bowls  of  nasturtiums,  sweet 
peas  and  other  flowers  adding  grace  and  beauty  to  the 
collection. 

Distribution  of  Bulbs  and  Plants. 

The  College  distributed  large  quantities  of  narcissus, 
jonquil,  dafi^odil  and  other  bulbs  to  schools  throughout  the 
State  applying  for  them.  Also  privet  plants  or  settings  for 
hedges  for  school  grounds. 


Winthrop  College  Bulletin  37 

Sniuiiiier  Management  olt  Uardens. 

A  committee  of  school  chiklren  living  near  the  gardens 
was  appointed  to  sell  the  products  during  the  summer.  This 
committee  made  a  report  in  the  Fall  to  the  teacher  in  charge 
of  the  matter.  With  the  money  realized  pictures  for  school 
rooms  were  furnished. 


Course  of  Study  in  Elementary  Grades 
First,  Second  and  Third  Grades 

FALL  >TOBK. 

(i)  Gathering  of  economic  seeds,  such  as  corn,  cotton, 
etc. 

(2)  Gathering  of  weed  and  tree  seeds. 

(3)  A  careful  study  of  seeds  gathered,  as  to  shape,  color 
and  texture. 

(4)  Sow  cabbage  seed  about  the  middle  of  October  for 
transplanting  in  November  or  December. 

(5)  Fall  gardening.  Plant  bulbs,  sweet  peas,  onion  seS, 
radishes,  spinach,  and  sow  in  unused  portion  of  garden  plat 
clover  or  rye   for  a  cover  crop. 

WIJfTER  WORK. 

(i)   Seed  testing. 

(2)  A  study  of  the  four  principal  types  of  soil — clay, 
sand,  loam  and  muck  or  peat. 

(3)  Making  of  window  gardens  from  cuttings. 

(4)  Sowing  of  seed  in  hotbed  in  January. 

SPRING  WORK. 

(i)  Sowing  seed  in  garden,  such  as  radish,  beet,  lettuce, 
etc. 

(2")  Planting  Irish  potatoes 

(3)  Transplanting  cabbage,   tomato,  egg  plant,  plants,  etc. 

(4)  A  study  of  the  functions  of  the  roots  and  leaves  of 
plants. 


Wirithrop  Gbllege  Bulletin 


Fourth  and  Fifth  Grades 

FALL  WORK. 

(i)    Seed   gathering    and    the    study    of    seeds    in    more 
advanced  form  than  in  previous  grades. 

(2)  Fall    gardening    continued,    the    pupils    doing    more 
independent  work.    Laying  off  gardens  plats,  etc. 

(3)  Methods  of  seed  distribution  studied. 

— ^■'■--■■"-     ^V  •       ■    WINTER- WoilK.  ...-:- A. Jl- J 

(i)  See"d 'testing. 

(2)  Simple    experiments      in      soil     porosity     and     soil 
capillarity. 

(3)  Review  of  soil  studies  made  in  previous  grades. 

(4)  Seed  planting  in  hotbeds. 

(5)  Making   of   various   kinds   of   cuttings   and  window 
gardens. 


SPRING  WORK. 

(i)   Planting  and  cultivating  garden  by  pupils. 
(2)   A   more    definite    study    of    the    structure    and    the 
functions  of  the  different  parts  of  the  plants. 

Sixth  and  Seventh  Grades 

FALL  WORK. 

(i)   Text  book  study  begun.     (Agriculture  for  Beginners 
by  Burkett,  Stevens  and  Hill.)  '    - 

(2)  Advanced  gardening  work. 

WINTER  WORK. 

(i)   Text-book  stuely  continued. 
_      (2)  .  Seed  testing. 

(3)  Experiments    to    illustrate    soil    porosity    and    soil 
capillarity. 

(4)'  Construction  and  care  of  hotbeds  and  coldframes. 
(5)   The  making  of  cuttings  and  window  gardens.     The 
lorcino"  of  bulbs  in  school  room. 


Winthrop  College  Bulletin  39 

SPKIIVO  WORK. 

(i)   Text-book  stud}^  continued. 

(2)   Planting  and  cultivating  garden  by  pupils. 

Eighth  and  Ninth  Grades 
FALL  WORK. 

(i)   Text-book.     High  School  Agriculture  begun. 

(2)  Advanced  gardening  work. 

(3)  Practice  seed  selection  in  corn  and  cotton  field. 

WINTER  WORK. 

(i)   Text-book — Warner's      Elcnicnts      of  .Agriculture 
continued. 

(2)  A  study  of  the  types  and  breed  of  farm  animals. 

(3)  Scoring  farm  animals  according  to  official  score  card. 
.       (4)   Construction  and  care  of  hotbeds  and  coldframes. 

(5)   A  study  of  the  insects  destructive  to  local  crops  and 
methods  of  combating  them. 

SPRING  WORK. 

(i)   Text-book  study  continued. 

(2)  A  careful  study  of  crop  rotation  as  practiced  by  the 
dilterent  farmers  of  the  neighborhood. 

(3)  Advanced  garden  work. 

(4)  Advanced  garden  work.     (Elements  of  Agriculture. 
G.  F.  Warren,  Cornell  University.) 

REFERENCE  BOOKS  ANB  BULLETINS. 

1  "Garden-Making"  by  L.  H.  Bailey. 

2  "The  Nursery  Book"  by  L.  H.  Bailey. 
■3  "The  Flower  Garden"  by  Bennett. 

4  "The  School  Garden  Book"  by  Weed  &  Emerson. 

5  "Agriculture    Through    the    Laboratory    and    School 
Garden"  by  Jackson  and  Daugherty. 

6  "One  Hundred  Lessons  in  Agriculture"  by  A.  E.  Nolan. 

7  "Soils"  by  C.  W.   Burkett. 


40  Winthrop  College  Bulletin 

8  "First  Principles  of  Soil  Fertility"  by  Alfred  Vivian. 

9  Tree  Planting.    Farmer's  Bulletin  No.  134. 

10  Annual  Flowering  Plants.    Farmer's  Bulletin  No.  195. 

11  Soil  Fertility.     Farmer's  Bulletin  No.  257. 

12  Renovation  of  Worn-out  Soils.     Farmer's  Bulletin  No. 

13  Management  of  Soils  to  Conserve  Moisture.  Farmer's 

245- 

14  Exercises     in     Elementary     Agriculture.     Office     of 
Bulletin  No.  266. 

15  Exercises     in     Elementary     Agriculture.       Office     of 
Experiment  Stations,  Bulletin  No.  186. 

All  of  the  bulletins  mentioned,  and  many  others,  may  be 
had  free  of  charge  by  addressing  United  States  Department 
of  Agriculture  at  Washington,  D.  C.  The  books  may  be  had 
from  Orange  Judd  &  Co.,  of  New  York  City,  or  from  the 
Southern  School  Book  Depository,  of  Atlanta,  Ga. 

ADDRESSES    OF    SEED    AJfD    GARDEN    IMPLEMENT    HOUSES. 

T.  W.  Wood  &  Sons,  Richmond,  Virginia. 
W.  Henry  Maule,  Philadelphia,  Pennsylvania. 
Alexander  Seed  Co.,  Augusta,  Georgia. 
Peter  Henderson  &  Son,  New  York,  N.  Y. 
Henry  A.  Dreer,  Philadelphia,  Pennsylvania. 
For  Garden  Plows  and  General  Farming  Implements — 
B.  F.  Avery  &  Sons,  Atlanta,  Georgia. 


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